21 st century skills and core subjects march 6, 2010 – session 1251 ascd, san antonio, tx valerie...
TRANSCRIPT
21st Century Skills and Core SubjectsMarch 6, 2010 – Session 1251
ASCD, San Antonio, TX
Valerie Greenhill, ModeratorMichael BlakesleeCharlie Fitzpatrick
Dave Schroeter
• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps
Overview
WE MUST FUSE THE THREE “R”s WITH THE FOUR “C”s.
P21 Members
P21 members are unanimous!The three “R”s aren’t enough
in the 21st century.
• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps
Overview
The four “C”s
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation
As the three “R”s serve as an umbrella for other subjects, the four “C”s do for other skills.
The four “C”s are a student’sticket up the economic ladder
in the 21st century.
20th Century Education Model
The Framework for 21st Century Learning describes the skills, knowledge and expertise students must master to succeed in work and life.
21st Century Skills Framework
Framework for 21st Century Learning
• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps
Overview
• Arizona• Illinois• Iowa• Kansas• Louisiana• Maine• Massachusetts• Nevada • New Jersey • North Carolina• Ohio• South Dakota• West Virginia• Wisconsin
Current State Partners
P21 State Leadership Initiative
• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps
Overview
21st Century Skills Maps
Raise 21st Century Skills Awareness:
• Social Studies (August 2008)
• English (November 2008)
• Science (June 2009)
• Geography (June 2009)
• Arts (2010)
Core Content Maps
The maps are designed to:• Raise awareness about the intersections between
core subjects and 21st century skills• Provide examples of what it looks like to teach
these skills in a core subject classroom
The audience for the maps:• Educators• Administrators• Policymakers
Arts Content Map
Who is involved in preparing the Map?
• 6 professional education associations: •for music: MENC•for the visual arts: NAEA•for theatre: AATE and EdTA•for dance: NDA and NDEO
•155 individual and organizational respondents
Arts Content Map
What is the potential benefit for students?
• Clarifying to decision-makers the real stakes involved in supporting arts education in our schools• Giving school administrators a better grasp on the ways the arts work in the overall curriculum to educate the whole child • Helping teachers focus their practices, using the inherent qualities of the arts to engage students and build the skills they need for success
Critical Thinking and Problem SolvingMusic students individually come up with different ways to interpret the same musical passage.
Students then compare the various interpretations and determine which one best communicates the intent of the composer.
Arts Content Map
Communication
Students tell the same story three times, once with words only, once with physical movements
only, and once with both.
Arts Content Map
Arts Content Map
CollaborationWorking together, students share the different responsibilities needed to produce a one-act play. They collaboratively assign specific roles asroles as costumer, set designer, actor, etc., and in these roles, analyze a script and agree on an interpretation that will bring the play to life.
Arts Content Map
CreativityStudents produce multiple sketches for an idea
of their choice, related to themselves and the world around them, select and
refine one idea from among their ideas to create a painting of the idea, and revise the painting during
the creative process.
Arts Content Map
After studying a particular composer’s work, students compose a theme and then create variations on that theme in the style of that composer. They notate their compositionsusing electronic software; orchestrate their compositions using a variety of sound sources (synthesized or acoustic); and publish their compositions in a class book for other students to check out, listen to, and perform.
Innovation
Arts Content Map
Information LiteracyStudents devise guiding questions and conduct
interviews with local immigrants about the obstacles they faced in coming to the United States and their
transition once they arrived. They transcribe the immigration stories an use these as a basis to write,
edit, and perform original monologues based on their ethnographic
research. Throughout the process, students reflect on
the ethical implications of representation and identity
inherent in the process.
Arts Content Map
Media Literacy
Students review a variety of political or commercial video messages to consider howparticular types of music are used to elicit or manipulate emotional response, then create a soundtrack for a newvideo clip that supportsits intended message.
Arts Content Map
Information, Communication andTechnology Literacy
Students research, design, and create a multimedia presentation to be used as part of
an original devised production about the
civil rights movement including historical photos,
graphic design, video, music, and sound effects.
Arts Content Map
Initiative and Self-DirectionDance students create a yearlong plan for self-improvement in regard to their artistry, physical
ability, and emotional and physical wellness over a period of time. They independently follow/monitor
the plan using established benchmarks.
Arts Content Map
Flexibility and Adaptability
Students learn to accept responsibility and perform effectively in distinct roles: solo performer who makes all musical decisions, member in a small ensemble in which they collaborate on decision-making, and membership in a large ensemble in which the majority of global decisions are made by a conductor.
Arts Content Map
Productivity and Accountability
Students, with minimal supervision, prepare and deliver a performance, sharing responsibility for all
aspects of a theatrical production: design, casting,
production, budgeting, rehearsal scheduling, and reviewing each rehearsal
and performance to enable continuous
improvement.
Arts Content Map
Social and Cross-cultural Skills
Students create a lecture-demonstration on a dance of their own or another culture, and facilitate a discussion with the audience about what dance reveals about the culture.
Geography Content Map
21st Century SkillsGeography
Charlie FitzpatrickESRI K-12 Education Mgr
Geography Content Map
Geography is: •What’s where?•Why is it there?•So what?
Geographic lenses in P21•Scholarship•Stewardship•Citizenship
Geography Content Map
1. Find and evaluate data
2. Integrate data of diverse content, format, and sources
3. Use geospatial technology (geographic information system [GIS], global positioning system [GPS], remote sensing [RS]) to display or generate data, analyze it, and convert it into information
4. Seek and explore relationships between things
5. Use information to understand and address problems at a range of scales
6. Use tools to facilitate communication
7. Learn new tools, techniques, strategies, relationships, background info
8. Collaborate
Geography Content Map
Geography Content Map
JOBS!
A/E/CBusiness
Defense & IntelligenceEducation
Government
Health & Human ServicesNatural ResourcesPublic SafetyTransportationUtilities & Communication
Dave SchroeterGale, Cengage Learning
Teaching Core Subjects Through 21st Century Themes
Core Subjects and21st Century Themes
• English, reading or language arts
• World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics
• Global Awareness• Financial, economic,
business and entrepreneurial literacy
• Civic Literacy• Health Literacy• Environmental Literacy
The Old Man and the Storm
The Old Man and the Storm
• 3 – 4 day lesson that introduces students to the American Government concept of Federalism
• Uses the backdrop of post-hurricane Katrina New Orleans to introduce the subject
• Capitalizes on the instructor’s personal connection to New Orleans
• Uses primary source (video and text) throughout the lesson
• What fears did the citizens of New Orleans have about the Rebuilt City Commission? What eventually became of the commission?
• What problems and hardships did Mr. Gettridge face in rebuilding his home?
• What role did the federal government play in helping rebuild New Orleans? Why to some, may their efforts seem contradictory to their promises made shortly after the storm?
• Explain how the Road Home Project worked for the residents of New Orleans.
• How has “homesickness” impacted both the people the people displaced by Hurricane Katrina and those that have remained after the devastation?
Day 1 Sample
Day 2 Sample Topics• Summarize the major problems associated with the
Road Home Project.
• What was the federal government’s rationale for not bailing out Entergy? In your opinion, what made them change their stance in the Fall of 2008 with their bailouts of the banks and auto industry?
• How did the Stafford Act effect the rebuilding of the high school? How did the school come to symbolize the fight between the state and federal governments?
• List some of the roadblocks that faced by the Road Home Project.
• Why can we consider the homecoming for Mrs. Gettridge to be bittersweet?
• Explain how Mr. Gettridge’s demeanor changed from the beginning of the documentary until the end?
Day 3 Sample Topics• In what way did the mainstream media distort the
public’s perception of Hurricane Katrina? Who did the media focus their blame on?
• In a September 2005 interview with Sen. Landrieu of LA, CNN focused one major question: Who are you angry at? Explain how each individual, or those associated with, were seen at fault for the hurricane.
– President George W. Bush– Louisiana Governor Kathleen Blanco – New Orleans Mayor Ray Nagin
• What were the issues and problems associated with the rebuilding of the largely black and poor Lower Ninth Ward in New Orleans?
• In trying to understand blame for Katrina, the author concludes with valuable insight. “We are, or should be, masters of our existence, and we should never tolerate real or perceived lapses in that mastery.” Citing examples from the article, as well as your own thoughts, what is the significance of this quote?
Core ContentGovernment and Civics
HistoryEconomics
21st Century ThemesCivic Literacy
Global Awareness
21st Century SkillsCritical Thinking
Communication and CollaborationInformation Literacy
Media Literacy
21st Century Learning
Extreme Makeover – Home Edition
• 6th grade class broken into groups of 5
• Given the assignment of “remodeling” an existing
home (carpet, paint, lights, etc…)
• Group must assign a general contractor
• Each team member “assigned a room”
• Group given a defined budget
• Must agree on color scheme, style, etc…
• “Field trip” to Home Depot to cost out materials.
• Must use Excel to outline budget
Extreme Makeover
Core ContentMathematicsEconomics
21st Century ThemesFinancial Literacy
21st Century SkilsCreativity and Innovation
Critical Thinking and Problem SolvingCommunication and Collaboration
ICT LiteracyFlexibility and AdaptabilityInitiative and Self Direction
Productivity and AccountabilityLeadership and Responsibility
21st Century Learning
Contact Us
www.21stcenturyskills.org
177 North Church Ave.Suite 305
Tucson, AZ 85701(520) 623-2466
Valerie [email protected]
Twitter: val_green